EFFECTIVENESS USES OF CONSTRUCTIVISM APPROACH ON

STUDENTS MATHEMATICS COMMUNICATION ABILITY

IN THE CLASS XI SMA NEGERI 7
PADANGSIDIMPUAN

By

Masitoh Hasibuan, Nurhabibi S, Yosephin Elisabeth Panggabean, Yulinar Lumban Gaol

State University of Medan
yosephinpanggabean@gmail.com

ABSTRACT

This research was aims to determine whether there is the effectiveness of the use
Constructivism Approach to the ability of mathematical communication students
in class XI SMA Negeri 7 Padangsidimpuan. The type of research method that
used was the experimental method. The study population was all students of
class XI which numbered 115 students. The sampling technique used was
purposive sampling so that the samples in the study were students of class X I
IPA-3 amounted of 24 students. The instrument used is an observation and test
sheet. Based on the results of the calculation of the use Constructivism Approach
in obtaining an average value of 2.50 are in the category of "Good". While the
results of students' mathematical communication skills before using the
Constructivism Approach were obtained an average value of 54.96 which is in
the category of "Enough". And proceeds of the inability students mathematical
communication after using Constructivism Approach obtained average value of
85.17 which is the category of "Very Good". Based on the calculation results
obtained a significant value of 0,000 at 95% confidence level df = N - 1 = 24 - 1
= 23, then a significant value of 0,000 is obtained that the significant value
obtained < 0.05 (0,000 < 0.05). It means that the hypothesis that is upheld can be
accepted as correct . It means "There is a Significant Effectiveness Between the
Use of Constructivism Approach Against the Mathematical Communication
Capabilities of Students in Class X I SMA Negeri 7 Padangsidimpuan."
Keywords : Constructivism Approach , Mathematical Communication Ability.

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 A. INTRODUCTION
Education has an important role in human life. One of them is as a media that serves to
make humans better than before. The progress or decline of the nation can be seen from the
quality of education in the Indonesian nation itself. Based on the Republic of Indonesia
Law No. 20 of 2003 about System National Education stated that, "Education is a conscious and
deliberate effort to create a learning atmosphere and the process of learning so that the students
are actively developing the potential for himself to have the power of spiritual religious, self-
control, personality, intelligence, noble character, and the skills needed by himself, society,
nation and country.” Based on the Ministry of National Education (2003:5) the author can
conclude that, students who can develop the ability or potential that exists in himself means he
can improve the education quality in Indonesia. One of the learning processes that must be
passed to be able to develop the ability or the potential of students is to learn mathematics.
Mathematics is one of the subjects that must be passed in education. Mathematics is a
symbol language, everyone who studies ideas on mathematics is required to be able to
communicate these symbols to others. Communication is needed to be able to know whether the
someone is understands the mathematics ideas correctly. Because the weakness of
communication skills will make the weakness of other mathematical abilities.
The mathematical communication is one of the mathematics goals learning that is widely
applied in mathematics learning. This mathematical communication is one of the students's
strategies in finding solutions from problems. The following are indicators of students's
mathematical communication abilities that students must possess, according to Adawiyah and
Pratiwi (2016), which indicate indicators in mathematical communication skills, namely: (1)
Connecting real objects, and diagrams into mathematical ideas, that is explaining symbols into
mathematical ideas; (2) Explaining ideas, situations, and mathematical relations in writing
through mathematics in the form of images, that is stating mathematical problems in the form of
images; (3) Declaring a situation into a mathematical model, that is declaring the story problem
in the form of a mathematical model; and (4) Make a constructing (proof). Meanwhile, according
to Sumarno (Darkasyi, 2014) states that indicators of communication skills, that are: (1)
Connecting real objects, pictures, and diagrams into mathematical ideas; (2) Explain ideas,
situations and mathematical relations, verbally or in writing with real objects , pictures, graphics
and algebra; (3) Decraling the daily events in language or mathematical symbols; (4) Listening,

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discussing, and writing about mathematics, and (5) Reading with an understanding of written
mathematics representation. Furthermore, Bunga (2016) declares that indicators of mathematical
communication skills are: (1) Connecting real objects, pictures, and diagrams into mathematical
ideas; and declare everyday events in language or mathematical symbols. Based on Sumarno's
opinion (Darkasyi, 2014), the writer only uses 3 indicators because he sees the characteristics of
students. The indicators are as follows: (1) Connecting the real objects , pictures, diagrams, and
tables into the mathematical ideas; (2) Explain ideas, situations and mathematical relations,
verbally or in writing with real objects , pictures, graphics and algebra; and (3) Stating everyday
events in language or mathematical symbols.
Based on the results of observations in class XI SMA Negeri 7 Padangsidimpuan. Many
students are unable to solve mathematical communication skills . The National Council of
Teachers of Mathematics (NCTM) (Azmi, 2017) states that , "Mathematical principles and
standards at school one of which is to have mathematical communication skills". Students who
are unable to solve problem abilities do not reach mathematical principles and standards in
school. And if students are unable to solve mathematical communication skills, it means that
students cannot communicate their ideas into mathematical language both orally and in writing.
The facts obtained from the results of observations on May 7, 2018 in SMA Negeri 7
Padangsidimpuan class XI with a total of 115 students, using a test run by the author that shows
that students mathematical communication skills are still low. The test results of the
mathematical communication ability test conducted by the writer to 115 students, only 34 people
who completed in answering questions means that only 30% were completed. While 81 other
students did not complete in answering questions meaning 70% were incompleted.
The low student communication skills are caused by several factors, namely the low
student interest in learning mathematics; students tend to be passive in the learning process, the
methods that used by teachers are monotonous, students learning attitudes are not good.
If this situation keep to last for a long time, it will certainly affect the completeness of
student learning and will also have a negative impact on the growth of education in Indonesia.
And this will result in not achieving the expected educational goals, that is increasing learning
outcomes of students mathematical communication skills.
One way to improve mathematical communication skills is to use a learning approach.
The right and effective approach will generate student interest in learning. The influential

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approach to improve students mathematical communication skills is the constructivism approach
(constructivism approach). Dewi and Harahap (2016) state that "Based on the view of
constructivism, knowledge is the construction (formation) of people who know something
(schemata). Knowledge cannot be transferred from the teacher to another, because each person
has his own schemata about what he knows. The most basic constructivism is the form of Piaget
and Vygotsky. In this case understanding as a reference is Vygotsky's theory". Furthermore
Hamruni (2011: 142) says, "Constructivism (Constructivism) is the process of building or
compiling new knowledge in students cognitive structures based on experience". Rangkuti
(2016: 103) states that, "Constructivism (Constructivism) is one of the philosophies that
emphasizes that knowledge is our own construction." Based on the opinion of the experts, the
writer can conclude that, the basic theory of constructivism (Constructivism) is seen from
Vygotsky's theory which states that knowledge cannot be transferred just by the teacher to
students, because students already have their own knowledge based on their experience.
Constructivism Approach is a learning process that explains how knowledge is
organized in student’s thinking. Knowledge is actively developed by students themselves and is
not accepted passively from those around them. In other words the knowledge acquired by
students must be based on students learning experiences themselves. Based on the description
above, the author intends to conduct a study with the title "Effectiveness of the Use of
Constructivism Approach Against the Mathematical Communication Ability of Students in
the Class XI SMA Negeri 7 Padangsidimpuan".
Based on the background and identification of the problems above, the authors make the
formulation of the problem in this study, namely: (1) How is the description of the use of
Constructivism Approach in the class XI of SMA Negeri 7 Padangsidimpuan?, (2) How is the
description of mathematical communication skills of statistical material’s students in the class XI
SMA Negeri 7 Padangsidimpuan before and after the useness of Constructivism Approach?, and
(3) Is there a significant effectiveness between the use of Constructivism Approach to the
mathematical communication skills of class XI students of SMA Negeri 7 Padangsidimpuan?

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 B. METHODOLOGY
The research method that is used in this study is an experimental method that is to find
out whether there is a significant effectiveness between the use of Constructivism Approach to
students mathematical communication skills. The experimental method design used in this study
was the One Group Pretest-Posttest Design and the research was carried out at Padangsidimpuan
7 Public High School in ± 3 months. The research population that is used in this study was the
entire class XI IPA SMA 7 Padangsidimpuan. Whereas to obtain the sample used in this study is
to use a purposive sampling technique. Rangkuti (2016: 53) said that, “Purposive Sampling” is a
sampling technique by considering specific characteristics so that it is suitable to be sampled".
So that the samples in this study were obtained throughout the class XI IPA-3 SMA Negeri 7
Padangsidimpuan.
The research instrument used to collect the Constructivism Approach data was to use an
observation sheet consisting of 10 questions. Nawawi and Martini (Rangkuti, 2016: 144) state,
"Observation is a systematic observation and record of the elements that appear in a symptom or
symptoms in the object of research". And to collect data mathematical communication skills
before and after using Constructivism Approach is to use a test consisting of 5 questions.
Arikunto (2010: 193) states, "Tests are questions or exercises and other tools used to measure
skills, knowledge of intelligence, abilities or talents possessed by individuals or groups".
There are two data analysis techniques used in this study, namely descriptive analysis and
inferential statistical analysis. Descriptive analysis is used to find a picture of the effectiveness of
the two variables, namely to obtain a picture of the use of the Constructivism Approach
(Variable X) using observation and Mathematical Communication Capabilities (Variable Y)
using tests. While inferential statistical analysis is used to test whether there is significant
effectiveness between the use of Constructivism Approach to students mathematical
communication skills.

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 C. RESULTS
1. The Description Data Constructivism Approach Class XI IPA-3 SMA Negeri 7
Padangsidimpuan
On research that was learned about the use of Constructivism Approach by
researcher in the class XI IPA-3 SMA Negeri 7 Padangsidimpuan obtained an average
value of 2.50 with the "Good" category. When compared with the theoretical middle value
of 2.00 and the average value of 2.50 it could be known that the average value is greater
than the middle value of a theoretical. Research derived from Constructivism Approach’s
usage imagery can be seen in the following table:
Table 1
Description of Constructivism Approach’s use
Statistics
Value
N Valid 4
Missing 0
Mean 2.50
Median 1
Mode 1

2. The Data Description Of The Mathematical Communication Skills Of Students Before nd

After The Use Of Constructivism Approach
a. Description of Mathematical Communication Skill Data of Students Before The Use of
Constructivism Approach in the Class XI IPA-3 SMA Negeri 7 Padangsidimpuan
The results that was obtained indicates that a calculation of mathematical
communication skills was taken before the use of Constructivism Approach (pretest) of
students conducted by researchers in the class XI IPA-3 SMA Negeri 7
Padangsidimpuan obtained an average value of 54.96 with the category of "Less". When
compared with the theoretical middle value of 50 with an average value of 54.96 it’s
possible to know that the average value is greater than the middle value of theoritical.
The results provided in what can be described before Constructivism Approach (Pretest)
use can be seen at the following table:

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 Table 2
Description of pretest Student in Class XI IPA-3 SMA Negeri 7 Padangsidimpuan
Statistics
Pretest
N Valid 24
Missing 0
Mean 54.96
Median 56.00
Mode 47a
a. Multiple modes exist. The
smallest value is shown

b. Description of Mathematical Communication Skill Data of Students after The Use of

Constructivism Approach in the Class XI IPA-3 SMA Negeri 7 Padangsidimpuan
Studies have shown that the results of calculating mathematical communication
skills after the use of Constructivism Approach (posttest) students conducted by
researchers in the class XI IPA-3 SMA Negeri 7 Padangsidimpuan at the shallows were
an average value of 85.17 in the category "Very Good". When compared with the
theoretical middle value of 50 and the average value of 85.17 it can be known that the
average value is greater than the middle value of a theoretical. The results came from
reflecting the mathematical communication skills following Constructivism Approach
(Posttest) can be seen at the following table:
Table 3
Descriptions Pretest Student in the Class XI IPA-3 SMA Negeri 7 Padangsidimpuan
Statistics
Posttest
N Valid 24
Missing 0
Mean 85.17
Median 84.00
Mode 80

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 3. Hypothesis Testing
The significant value gained by using a SPSS 16 Software application is 0,000,
where the estimated value of <0.05 is acceptable for the hypotheses contained in this study.
The findings suggest that the test of hypotheses esthablised in this study is justified.
Meaning "There’s Significant Effectiveness Between the Use of Constructivism Approach
to Mathematical Communication Skills of Students in the Class XI of SMA Negeri 7
Padangsidimpuan". The test results of the hypothical test can be seen at the following
table:
Table 4
Test Pretest Hypotheses and Posttest of Students in the Class XI IPA-3 SMA Negeri 7 Padangsidimpuan
Difference
A Degree of
Average Bilingual Standard Trut 95%
Examples Error Lower Up t df Sig
Limit Limit
Pretest- -30,208 17,759 3,625 -37,707 - -8,333 23 0,000
Posttest 22,70
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D. DISCUSSION

1. Discussion of the Use of Constructivism Approach

Constructivism Approach is a learning process that explains how knowledge is
organized in the thinking of students themselves based on their experiences. And the
authors use indicators according to Jatisunda (2017) in the use of Constructivism
Approach, namely apperception, exploration, elaboration, and application. The results
obtained in the field can improve student learning outcomes.

2. Discussion of the Overview of Communication Capabilities Before and After the Use of
Constructivism Approach
The instrument test results were applied, where in the initial stage the researcher gave
a pretest in class XI IPA-3 of SMA Negeri 7 Padangsidimpuan with a total of 24 students.
The average value obtained is 54.96. Based on the results of the pretest obtained it appears
that, student learning outcomes before the use of Constructivism Approach is still in the
category of "Less". The next stage is the researcher giving posttest in class XI IPA-3 SMA

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 Negeri 7 Padangsidimpuan with 24 students. The average value obtained is 85.17. Based
on the posttest results obtained it appears that student learning outcomes after the use of
Constructivism Approach are in the category of "Very Good". This shows that there is an
increase in student learning outcomes.

3. Discussion on the Effectiveness of Using Constructivism Approach Against Students'

Mathematical Communication Capabilities
Mathematical communication skills of students on statistical material taught after
using the Constructivism Approach show satisfactory results and are better than
conventional learning. This is evidenced by the average Posttest value obtained is 85.17
and the average Pretest value is 54.96. In addition, the results of the answer sheets filled
out by students showed that students seemed to be more active in developing and
increasing students' mastery and cognitive processes based on their experiences, and were
more motivated for enthusiasm in learning.
After the results of the hypothesis are obtained, it turns out that the use of
Constructivism Approach to the mathematical communication skills of students in class XI
of SMA Negeri 7 Padangsidimpuan has the same effectiveness, so that the alternative
hypotheses upheld in this study are accepted. Based on this it can be concluded that,
"There is a Significant Effectiveness Between the Use of Constructivism Approach
Against the Mathematical Communication Capabilities of Students in Class XI of SMA
Negeri 7 Padangsidimpuan".

E. CONCLUSION
Based on the results of research conducted, researchers draw some conclusions based on
the results of data collection. The conclusions are as follows:
1. The picture obtained from the results of data on the use of Constructivism Approach in class
XI of SMA Negeri 7 Padangsidimpuan has a value of 2.50 included in the "Good" category.
2. Description of Mathematical Communication Skills of Students Before the Use of
Constructivism Approach (Pretest) in Class XI of SMA Negeri 7 Padangsidimpuan has an
average value of 54.96 included in the "Fair" category. And Description of Students'
Mathematical Communication Skills After the Use of Constructivism Approach (Posttest) in

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Class XI of SMA Negeri 7 Padangsidimpuan 85.17 which is included in the "Very Good"
category.
There Is Significant Effectiveness Between The Use of Constructivism Approach Against
Mathematical Communication Capabilities of Students in Class XI of SMA Negeri 7
Padangsidimpuan. And seen from the Paired Sample T Test Table Alternative Hypothesis
(Ha) is established is accepted that is obtained a significant value of 0,000 ˂ 0.05 means that
alternative hypotheses formulated in this study were accepted or approved for truth.

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